Place Value 1:
5-digit numbers
Objectives

Understand place value in five-digit numbers

Use place value to complete additions and subtractions

Compare numbers to 100,000

Place numbers to 100,000 on a line
For this unit you will need:
a place value chart (see resources) – dice, calculators, 0-9 digit cards, A3
paper, Compare 2 at http://www.ezschool.com/Games/Compare2.html,
whiteboards, 10,000 to 11,000/10,000 to 20,000/0 to 100,000 number
lines (see resources)
Watch out for pupils who:

are unsure what each digit represents in a five-digit number; they
may need more time using place value charts or using place value
cards to make numbers;

do not know half and quarter of 1000 or do not use this knowledge
to help them place numbers on a line;

insert commas after the first three digits, rather than before the
last three digits, working back through the number to do this, as
this will not help them to be able to read the number;

have difficulty writing numbers where zero is used as a place
holder, e.g. 43,056.
HSNP © Hamilton 2013
Keeping up Term 1
Place Value 1
Session 1
Objectives: Understand place value in five-digit numbers; Use place value
to complete additions and subtractions
Teacher input with whole class
 Show the place value chart. Ring one number from each line, e.g.
40,000, 3,000, 200, 60 and 7. Ask pupils to write the total on their
whiteboards. Point out how we write a comma before the last three
digits and this can help us to read the number of thousands, and then
the hundreds, tens and units.
 Repeat.
Paired pupil task
 Pupils work in pairs to each write a five-digit number. All the digits
must be different, and be on the dice they have.
 They take it in turns to roll the dice. If the number rolled is in their fivedigit number, they write down its value, e.g. write 54,126, roll 4, and
write down 4000.
 They roll the dice 5 times each and then add up the numbers they
wrote down. Can they think of an efficient way to find the total?
Teacher input with whole class
 Ring numbers from only four lines on the place value grid, e.g. 40,000,
3000, 20 and 4. Ask pupils to write total. Point out the zero which
holds the place of the missing digit.
 Repeat, ringing two, three or four numbers.
Paired pupil task
 Pupils write a five-digit number, all digits different and on the dice.
They roll the dice. If the number is in their five-digit number, they
subtract that number of 10,000s, 1000s, 100s, 10s or 1s. E.g., they
write 54,126, roll 2, so subtract 20. They write the answer.
 They take it in turns to carry on playing like this until one person ends
up with 0 to win.
HSNP © Hamilton 2013
Keeping up Term 1
Place Value 1
Session 2
Objectives: Understand place value in five-digit numbers; Compare
numbers up to 100,000
Teacher input with whole class
 Write 45,123 and 54,123 on the board. Which number is larger? Write
the answer on your whiteboards. Ask pupils to explain why the second
number is larger.
 Ask pupils to use the same digits to write the biggest possible number
and the smallest possible five-digit number on their whiteboards.
Discuss how they decided where to place each digit.
 Use Compare 2 at http://www.ezschool.com/Games/Compare2.html
and select numbers less than 100,000. Pupils write >, < or = on their
whiteboards. Enter the sign shown by the majority. Compare at least
10 pairs of numbers.
Paired pupil task
 Pupils work in pairs. They each write □□,□□□ > □□,□□□ on their
whiteboards. They take it in turns to roll a dice and choose where to
write the digit in their own pair of numbers.
 They carry on playing until all spaces are filled. Do their sentences
make sense? Read them aloud to check.
 Repeat several times.
HSNP © Hamilton 2013
Keeping up Term 1
Place Value 1
Session 3
Objective: Place numbers to 100,000 on a line
Teacher input with whole class
 Display the 10,000 to 11,000 line with landmarks of 100. Ask pupils to
read the numbers at the beginning and end of the line. Draw an arrow
to where 10,550 might be and ask pupils to discuss in pairs what
number you have labelled. They write the answers on their
whiteboards. Discuss their reasons for their estimates.
 Repeat with numbers such as 10,250, 10,710, 10,975 and 10,325.
 Display the 10,000 to 20,000 line and repeat, labelling numbers such as
15,250, 16,750, 18,330, 13,800.
 Finally display the 0 to 100,000 line and mark numbers such as 75,000,
27,500, 99,990 and 45,250.
Paired pupil task
 Pupils draw a 0 to 100,000 line, making it as long as possible
(preferably on A3 paper). They mark on the multiples of 10,000 and
share this line.
 They take it in turns to shuffle a pack of 0 to 9 digit cards, take the top
five cards and use them to make a five-digit number. They mark this
number on the line, labelling it with the number and their initials.
 They keep taking it in turns to label numbers on the line until one
person has three numbers in a line without their opponent’s marks in
between.
 If time, repeat.
Teacher input with whole class
 Draw an empty 0 to 100,000 line and write 6 numbers such as the
following on the board: 43,789, 12,306, 76,890, 49,999 and 67,432.
 Invite a pupil to secretly choose one of them and to mark it on the line.
The rest of the class guess which number has been chosen.
 Repeat several times.
HSNP © Hamilton 2013
Keeping up Term 1
Keeping up Term 1
HSNP © Hamilton 2013
Place Value 1